国外写作APA详细模板

外国语学院本科生英语专业毕业论文装订顺序（APA格式）（注：此格式用于文学、翻译方向之外的所有论文）1.毕业论文封面（汉语）2.毕业论文首页（英语）3.致谢（英文）4.毕业论文中文摘要及关键词5.毕业论文英文摘要及关键词6.目录7.正文8.尾注（可选）9.参考文献（英语文献在前，汉语文献在后）10.附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）学号：0305114000使用情况调查学 院 名 称： 外 国 语 学 院 专 业 名 称： 英 语 教 育 年 级 班 别： 2002 级 5 班 姓 名： 刘 海 涛 指 导 教 师： 李 庆 东年 月The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Faculty of International Studies ofHenan Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByLiu HiataoSupervisor：Li Qingdong英文年月日enthusiasm, which have been the major driving force to complete the current paper. …无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。

影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations.Key Words: Linking Adverbials; Chinese EFL learners; Use; TeachingTimes New Roman五号粗体Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. II Chapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . . . . .253.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2 The Debate about the Inclusion of English in the Primary Curriculum. . . .25 3.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 27 3.4 Approaches to Primary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 3.5 Assessment in Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . . 34 Chapter Four Research Design – A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82河南师范大学本科毕业论文Chapter One Introduction1.1 Research BackgroundIn the first decade 1 or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A.1, and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, 363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.1.2 Motivations and Objectives Times New Roman 五号，1.5倍行距Times New Roman 三号，粗体，居中Times New Roman , 小四号，粗体全文每段首行缩进3-5个字符2.Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp.20-69).Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar: Edward Arnorld.Halliday, M. A. K., & Husan, R. (1970). Language Structure and Language Function. In Lyons (Ed.), Peguin Books (pp. 221-224).Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press. Quirk, R. et al (1972). A Grammar of Contemporary English. London: Longman.罗瑞球. (2002). 英语习语翻译教学. 湖南师范大学教育科学学报(3).徐其画 & 王乃文. (1989). 实用英译汉教程. 上海: 上海外语教育出版社.杨慧中(主编). (2002).语料库语言学导论. 上海：上海外语教育出版社。

一.Reference的三种类型：从书上引用,从杂志里的文章中引用,从网站引用1, 从书上引用的ref，格式:作者名字.年代。

书名(斜体）。

出版社地址：出版社名Example：Davidson，M。

and Cooper, C。

(1992). Shattering The Glass Ceiling：The Woman Manger.London：Paul Chapman.2, 从杂志里的文章中引用的ref,格式：作者名字.年代。

文章名。

杂志名（斜体): 第几期，页数Example：Pringle，J。

（2004）. Women Senior Managers: Successful Individuals Or Markers Of Collective Change. Women’s Studies Journal，18, (2），79—963,从网站引用的ref, 格式作者名字.年代.书名（斜体）.Retrieved on年月日. from：网站Example：Adler，M. （2005）。

Women’s Employm ent Concentrated In Service Industries。

Retrieved on 20th September，2005 from：http://www。

t。

nz.(注意: 网站另起一行）二, reference 的注意事项:1, 如果reference有两行或两行以上，从第二行起，向内缩进五到七个字符Example:Rosener, J. （1995）。

America’s competitive secret: Utilizing women as a management strategy。

USA: Oxford University Press。

2, reference与reference中间要隔一行3文章名和杂志名：每个单词的首字母大写，虚词除外4，文章后面列出的所有reference必须与加进文章中的reference一一对应5, reference做完以后，以作者的首字为准，按字母顺序进行排列6,一般情况下,1000字，四个reference。

apa格式英文范文举例APA格式是一种常用的学术写作格式，本文将为您提供一篇APA格式的英文范文，以便您了解如何按照APA格式撰写学术论文。

Title: The Effects of Mindfulness Meditation on Stress ReductionAbstract:This study examines the effects of mindfulness meditation on stress reduction in college students. A sample of 100 participants was recruited and randomly assigned to either a mindfulness meditation group or a control group. The mindfulness meditation group participated in a four-week meditation program, while the control group did not receive any intervention. Pre- and post-intervention measures of stress level were collected using the Perceived Stress Scale. Results indicated that the mindfulness meditation group had a significant reduction in perceived stress levels compared to the control group. These findings suggest that mindfulness meditation may be an effective technique for reducing stress among college students.Introduction:Stress is a common issue among college students and has been linked to various negative outcomes, including decreased academic performance and mental health problems. Mindfulness meditation has emerged as a potential technique for reducing stress, as it involves the use of focused attention on present-moment experiences. However, little research has been conductedon the effects of mindfulness meditation on stress reduction among college students. The purpose of this study is to examine the effects of mindfulness meditation on stress reduction in college students.Method:Participants:A total of 100 college students (50 female, 50 male) were recruited from a university in the United States. Participants were between the ages of 18 and 25 and were not currently receiving any treatment for anxiety or depression.Procedure:Participants were randomly assigned to either a mindfulness meditation group or a control group. The mindfulness meditation group participated in a four-week meditation program consisting of weekly group sessions led by a trained mindfulness meditation instructor. Participants were also instructed to practice mindfulness meditation at home for at least 15 minutes per day. The control group did not receive any intervention.Measures:Pre- and post-intervention measures of stress were collected using the Perceived Stress Scale (PSS). The PSS is a self-report questionnaire that assesses the extent to which individuals perceive their life as unpredictable, uncontrollable, and overloaded.Data Analysis:Data were analyzed using repeated-measures analysis of variance (ANOVA)with one factor (group) and two levels (mindfulness meditation and control). Post-hoc analyses were conducted using paired-samples t-tests.Results:Results indicated that there was a significant interaction between group and time (F(1, 98) = 9.23, p < .05). Post-hoc analyses revealed that the mindfulness meditation group had a significant reduction in perceived stress levels from pre- to post-intervention (t(49) = 7.82, p < .001), whereas the control group did not show any significant change in perceived stress levels (t(49) = 1.14, p > .05).Discussion:The results of this study suggest that mindfulness meditation may be an effective technique for reducing stress among college students. The finding that the mindfulness meditation group had a significant reduction in perceived stress levels compared to the control group is consistent with previous research on mindfulness meditation and stress reduction. However, this study has several limitations, including the lack of a follow-up assessment and the use of self-report measures. Future research should address these limitations and further explore the potential benefits of mindfulness meditation for stress reduction among college students.。

apa第七版格式英文范文举例Living in the digital age has revolutionized the way we communicate and interact with one another. Social media platforms such as Facebook, Twitter, and Instagram have become integral parts of our daily lives, allowing us to connect with friends and family, share our thoughts and experiences, and stay up-to-date on the latest news and trends. However, the widespread use of social media has also raised concerns about privacy, cyberbullying, and the impact of excessive screen time on our mental and physical health.Privacy has become a major issue in the digital age, as personal information shared on social media can easily be accessed by third parties without our knowledge or consent. Companies use our data to target us with personalized advertisements, while hackers can steal our information for malicious purposes. In response to these threats, many peoplehave become more cautious about what they share online, adjusting their privacy settings and using encryption tools to protect their data.Cyberbullying is another significant concern in the digital age, as people can hide behind the anonymity of the internet to harass, intimidate, or threaten others. Social media platforms have taken steps to combat cyberbullying, such as implementing reporting tools and algorithms to identify and remove harmful content. However, cyberbullying remains a pervasive issue, particularly among teenagers and young adults who are more likely to experience online harassment.Excessive screen time has also emerged as a health concern in the digital age, as many people spend hours each day staring at their devices. This sedentary lifestyle can lead to physical health problems such as obesity, eye strain, and poor posture. Additionally, constant exposure to screenshas been linked to mental health issues such as anxiety, depression, and sleep disturbances. To mitigate these risks, health experts recommend taking breaks from screens, limiting screen time before bedtime, and engaging in physicalactivities to maintain a healthy lifestyle.Despite these challenges, the digital age has brought about many positive changes, such as greater access to information, increased connectivity, and new opportunitiesfor creativity and expression. Social media platforms have allowed marginalized groups to amplify their voices, mobilize for social justice causes, and build supportive communities. Online education platforms have made learning more accessible and flexible, enabling people to acquire new skills and knowledge from the comfort of their own homes.In conclusion, the digital age has fundamentally transformed the way we live, work, and communicate. While it has brought about many benefits, such as increasedconnectivity and access to information, it has also raised concerns about privacy, cyberbullying, and the impact of excessive screen time on our health. As we navigate this new digital landscape, it is important to remain vigilant about our online behavior, prioritize our mental and physical well-being, and use technology responsibly to create a safer and more inclusive digital environment.。

apa英文范文The APA (American Psychological Association) style is a widely recognized and accepted format for academic and professional writing. It is commonly used in the fields of social sciences, including psychology, education, and business. The APA style provides a standardized set of guidelines for the structure, organization, and presentation of research papers, articles, and other written works. Adhering to these guidelines ensures consistency, clarity, and professionalism in academic and scholarly communication.One of the primary purposes of the APA style is to establish a common framework for the organization and formatting of research papers. This includes the structure of the paper, the citation of sources, and the presentation of tables and figures. By following the APA guidelines, authors can ensure that their work is easily readable, well-structured, and properly referenced, making it more accessible and understandable to the reader.The APA style typically includes the following key components in a research paper or article:1. Title Page: The title page should include the title of the paper, the author's name, and the institutional affiliation. It should also include a running head, which is a shortened version of the title that appears at the top of each page.2. Abstract: The abstract is a concise summary of the paper, typically ranging from 150 to 250 words. It should provide an overview of the study's purpose, methodology, results, and conclusions.3. Introduction: The introduction section should provide background information on the topic, clearly state the research question or hypothesis, and outline the purpose of the study.4. Method: This section describes the research design, participants, materials, and procedures used in the study. It should be detailed enough for the reader to understand and potentially replicate the study.5. Results: The results section presents the findings of the study, including any statistical analyses or data that were collected.6. Discussion: The discussion section interprets the results of the study, explains their significance, and addresses any limitations or implications of the research.7. References: The references section lists all the sources cited in the paper, formatted according to APA style guidelines.In addition to these core components, the APA style also provides guidelines for the formatting of in-text citations, the use of headings and subheadings, the presentation of tables and figures, and the overall layout of the paper.Adhering to the APA style is not only important for ensuring the quality and consistency of academic writing but also for demonstrating the author's attention to detail and commitment to professional standards. By following the APA guidelines, writers can effectively communicate their research findings, ideas, and arguments in a clear and organized manner, making their work more accessible and impactful to the academic community.Furthermore, the APA style is widely recognized and used across various disciplines, making it a valuable skill for students, researchers, and professionals to develop. Mastering the APA style can not only improve the quality of one's own writing but also facilitate the peer review and publication process, as many academic journals and publishers require submissions to be formatted according to APA guidelines.In conclusion, the APA style is a crucial component of academic and professional writing, providing a standardized framework for the organization, formatting, and presentation of research papers and articles. By following the APA guidelines, writers can ensure the clarity, consistency, and professionalism of their work, ultimately enhancing its impact and accessibility within the scholarly community.。

【精品】APA格式范文Title: The Effect of Mindfulness Meditation on Stress Reduction in College StudentsAbstract:Stress among college students is a growing concern, as it can significantly impact their physical and mental health. This study examined the effect of mindfulness meditation on stress reduction in 50 college students. Participants were randomly assigned to a mindfulness meditation group or a control group. The mindfulness meditation group received eight weeks of guided meditation sessions, while the control group received no intervention. Results show that the mindfulness meditation group had significantly lower levels of perceived stress compared to the control group (t= -3.09, p=0.002). These findings suggest that mindfulness meditation may be an effective intervention to reduce stress among college students.Keywords: mindfulness meditation, stress, college studentsThe Effect of Mindfulness Meditation on Stress Reduction in College StudentsCollege students are a population that is particularly prone to experiencing high levels of stress. According to the National College Health Assessment survey conducted in 2019, more than 85% of college students reported feeling overwhelmed by their workload, while nearly 60% reported feeling overwhelminganxi ety. Stress can negatively impact students’ academic performance, physical and mental health, and overall quality of life. Therefore, it is important to explore effective strategies to manage stress among college students.Mindfulness meditation, a technique that involves paying attention to the present moment without judgement, has gained attention as a possible tool for stress reduction. Previous research has shown that mindfulness meditation can reduce stress, anxiety, and depression in both clinical and non-clinical populations (Khoury et al., 2015). However, few studies have examined the effect of mindfulness meditation on stress reduction specifically in college students.The purpose of this study is to examine the effect of mindfulness meditation on stress reduction in college students. We hypothesize that participants who receive guided mindfulness meditation sessions will report lower levels of perceived stress compared to those who do not receive any intervention.MethodsParticipantsThe participants were 50 undergraduate students from a large Midwestern university. Participants were recruited via fliers and email invitations. Inclusion criteria were at least 18 years old, currently enrolled in the university, and experiencing moderate to high levels of stress. Participants were excluded if they had a history of mental health disorders or were currently receiving any psychological treatment. The mean age of the participants was 20.3 years, with 60% female and 40% male.ProcedureAfter obtaining informed consent, participants were randomly assigned to either the mindfulness meditation group or the control group using a computer-generated randomization program. Participants in the mindfulness meditation group received eight weeks of guided meditation sessions, while those in the control group received no intervention.The guided mindfulness meditation sessions were led by a trained meditation instructor. Each session lasted for 30 minutes and was held once per week on campus. Participants were also encouraged to practice mindfulness meditation at home using an audio recording provided by the meditation instructor. Participants in the control group were asked to maintain their usual activities during the study period.MeasuresPerceived Stress Scale (Cohen et al., 1983). The Perceived Stress Scale (PSS) is a 10-item self-report questionnaire that assesses the degree to which individuals perceive their lives to be stressful. Items are rated on a 5-point scale, ranging from 0 (never) to 4 (very often). The PSS has been widely used in research and has good reliability and validity.Statistical AnalysisData were analyzed using SPSS version 25. Descriptive statistics were used to summarize the demographic characteristics of the participants. Independent samples t-tests were conducted to compare the mean scores of the PSS between the mindfulness meditation group and the control group. The level of statistical significance was set at p<0.05.ResultsThe mean PSS scores for the mindfulness meditation group and the control group at baseline were 23.4 (SD=3.5) and 22.8 (SD=3.2), respectively. After eight weeks, the mean PSS score for the mindfulness meditation group decreased to 18.2 (SD=2.9), while the mean PSS score for the control group remained stable at 22.9 (SD=3.4).Independent samples t-test revealed that the mean PSS score for the mindfulness meditation group was significantly lower than that of the control group (t= -3.09, p=0.002). These results suggest that the guided mindfulness meditation sessions were effective in reducing perceived stress in college students.DiscussionThe results of this study provide support for the use of mindfulness meditation as an effective intervention to reduce stress among college students. Participants who received eight weeks of guided meditation sessions reported significantly lower levels of perceived stress compared to those in the control group who received no intervention.These findings are consistent with previous research that has shown the effectiveness of mindfulness meditation in reducing stress, anxiety, and depression (Khoury et al., 2015). This study extends this research by demonstrating the potential benefits of mindfulness meditation specifically for college students. Limitations of this study include a relatively small sample size and a lack of long-term follow-up. Future research should aim to replicate these findings with a larger and more diverse sample, as well as to examine the long-term effects of mindfulness meditation on stress reduction.Overall, this study provides support for the use of mindfulness meditation as a potential tool for stress reduction among college students. Further research examining the specific mechanisms through which mindfulness meditation can reduce stress and improve well-being is needed.。

Running head: LANGUAGE AND GENDERLanguage and genderName: 张三(in Chinese)Student ID: 20103456English Class: 102Department: Foreign languages and Literatures, School of HumanitiesAbstractDifferent approaches to the issue of language and gender can lead to different understandings of it. Research on the issue can focus on either dominance or difference, but not necessarily mutually exclusive. Understanding how men and women use language differently involves gathering empirical data of both men’s and women’s speech, a complex understanding of power and gender relationships and other related issues.Keywords: language, gender,difference, relationshipLanguage and GenderIntroductionWith the general growth of feminist work in many academic fields, it is hardly surprising that the relationship between language and gender has attracted considerable attention in recent years. In an attempt to go beyond "folklinguistic" assumptions about how men and women use language (the assumption that women are "talkative", for example), studies have focused on anything from different syntactical, phonological or lexical uses of language to aspects of conversation analysis, such as topic nomination and control, interruptions and other interactional features. While some research has focused only on the description of differences, other work has sought to show how linguistic differences both reflect and reproduce social difference. Accordingly, Coates (1988) suggests that research on language and gender can be divided into studies that focus on dominance and those that focus on difference.Literature ReviewMuch of the earlier work emphasized dominance. Lakoff’s (1975) pioneering work suggested i that women’s speech typically displayed a range of features, such as tag questions, which marked it as inferior and weak. Thus, she argued that the type of subordinate speech learned by a young girl "will later be an excuse others use to keep her in a demeaning position, to refuse to treat her seriously as a human being" (1975, p.5). While there are clearly some problems with Lakoff’s work - her analysis was notbased on empirical research, for example, and the automatic equation of subordinate with `weak’ is problematic - the emphasis on dominance has understandably remained at the Centre of much of this work. Research has shown how men nominated topics more, interrupted more often, held the floor for longer, and so on (see, for example, Zimmerman and West, 1975). The chief focus of this approach, then, has been to show how patterns of interaction between men and women reflect the dominant position of men in society.Some studies, however, have taken a different approach by looking not so much at power in mixed-sex interactions as at how same-sex groups produce certain types of interaction. In a typical study of this type, Maltz and Borker (1982) developed lists of what they described as men’s and women’s features of language. They argued that these norms of interaction were acquired in same-sex groups rather thanmixed-sex groups and that the issue is therefore one of (sub-)cultural miscommunication rather than social inequality. Much of this research has focused on comparisons between, for example, the competitive conversational style of men and the cooperative conversational style of women.While some of the more popular work of this type, such as Tannen (1987), lacks a critical dimension, the emphasis on difference has nevertheless been valuable in fostering research into gender subgroup interactions and in emphasizing the need to see women’s language use not only as ‘subordinate’ but also as a significantsubcultural domain.Although Coates’ (1988) distinction is clearly a useful one, it also seems evident that these two approaches are by no means mutually exclusive. While it is important on the one hand, therefore, not to operate with a simplistic version of power and to consider language and gender only in mixed-group dynamics, it is also important not to treat women’s linguistic behaviour as if it existed outside social relations of power.Conclusion and Future StudyAs Cameron, McAlinden and O’Leary (1988) ask, "Can it be coincidence that men are aggressive and hierarchically-organized conversationalists, whereas women are expected to provide conversational support?" (p.80). Clearly, there is scope here fora great deal more research that●is based on empirical data of men’s and women’s speech;●operates with a complex understanding of power and gender relationships (sothat women’s silence, for example, can be seen both as a site of oppressionand as a site of possible resistance);●looks specifically at the contexts of language use, rather than assuming broadgendered differences;●involves more work by men on language and gender, since attempts tounderstand male uses of language in terms of difference have been few (thusrunning the danger of constructing men’s speech as the ‘norm’ and women’s speech as ‘different’);aims not only to describe and explain but also to change language and social relationships.ReferencesCameron, D., McAlinden F. and O’Leary K. (1988). Lakoff in context: the social and linguistic function of tag questions. In J. Coates and D. Cameron (op. cit.). pp.74-93.Coates, J. & Cameron D. (Eds.) (1988). Women in their speech communities. Harlow: Longman.Coates, J. (1988). Chapter 6: Introduction. In J. Coates and D. Cameron (op. cit.) pp.63-73.Lakoff, R. (1975). Language and Woman’s Place. New York: Harper and Row Maltz, D. N. & Borker R. A. (1982). A cultural approach to male-female miscommunication. In J. Gumperz (Ed.), Language and social identity.Cambridge: Cambridge University Press.Tannen, D. (1987). That’s not what I meant. London: Dent.Zimmerman, D. & West C. (1975). Sex roles, interruptions and silences in conversation. In B. Thorne & N. Henley (Eds.) Language and sex: differenceand dominance. Rowley, Mass: Newbury House.i Example of a literature review is adapted fromSource: http://ecdev.hku.hk/acadgrammar/litrev/examples/litex3.htm。

APA简单参考文献格式APA格式一．英语原版材料引用英语著作:Rossi (姓), P. H. （名的首字母缩写）(1989) （出版年）. Down and out in America: The origins of homelessness. （著作名）Chicago （出版地）: University of Chicago Press. （出版商）引用编撰的著作：Campbell, J. P., Campbell, R. J., & Associates. (Eds.). (1988). Productivity in organizations. San Francisco, CA: Jossey-Bass.引用翻译的著作：Michotte, A. E. (1963). The perception of causality (T. R. Miles & E. Miles, Trans.). （翻译者的名和姓不需要改变次序）London: Methuen. (Original work published 1946)引用重版书：Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. New York: Dover.(Original work published 1885; translated 1913)引用收集在英语著作中的文章：Wilson, S. F. (1990). Community support and integration: New directions for outcome research. In S. Rose (Ed.) （代表“编”）, Case management: An overview and assessment (pp. 13-42).White Plains, NY: Longman.引用英语期刊文章：Roediger, H. L. (1990). Implicit memory: A commentary. Bulletin of the Psychonomic Society （文章名）, 28 （第几期）, 373-380. （文章页码）引用英语硕博士论文:Thompson, L. (1988). Social perception in negotiation. （论文名）Unpublished doctoraldissertation, Northwestern University, Evanston, IL. （大学；大学所在地）引用学术会议上的报告：Hogan, R., Raskin, R., & Fazzini, D. (1988, October). （报告时间）The dark side of charisma.Paper presented at the Conference on Psychological Measures and Leadership（会议名）, San Antonio, TX. （会议地点）二．中文材料英文撰写的论文中引用中文著作：Wen, Q. F. [文秋芳]，2003，英语学习者的成功之路. 上海：上海外语教育出版社。

apa格式英文论文范文英语论文的写作，主要用于参加国际学术研讨会，促进中外学术文化交流;下面小编给大家分享一些apa格式英文论文范文，大家快来跟小编一起欣赏吧。

apa格式英文论文范文篇一The Analysis of Angel Clare’s Tragedy in Tess of The D’urbervilles中文摘要：文学作品是现实生活的一面镜子，反映了生活的方方面面。

越来越多的学者开始从文学的角度研究一个国家的经济，政治和文化根源。

悲剧是小说创作的手法之一。

西方早在古希腊时期就有了悲剧创作。

悲剧不是简单的艺术形式或艺术技巧，而是对现实社会的特征的再现，它可以通过尖锐、激烈的事件展示令人怜悯、悲痛、同情、哭泣等的情节。

英国著名作家托马斯•哈代是维多利亚时期著名的小说家之一。

他塑造了许多悲剧人物，展现出各种人物魅力。

小说除了给人以命运悲剧庄严凝重以外，还蕴涵了作者深厚的理性主义，蕴涵了对人类历史逻辑矛盾深邃反思的社会悲剧。

哈代的悲剧小说《德伯家的苔丝》真实地反映了其当时的社会现实。

小说成功地塑造了女主人苔丝的形象，无情地揭露了资产阶级社会虚伪的伦理道德。

本文试从男主人公安琪儿•克莱尔的社会背景和人物心理两个方面，探讨导致其悲剧的成因。

关键词：托马斯•哈代悲剧安琪尔•克莱尔Abstract: Literature is a mirror of real life which can reflect all aspects of people’s lives. More and more scholars ha ve begun to study a country from the roots of economy, politics and culture. As early as ancient Greece, there were some creations of tragedy. Tragedy is a kind of literary creation, which is not a simple artistic form or technique but the repeat of real society. It can depict the piteous, sad, distressing and sentimental plots by describing some tortuous or complicated events. The British famous writerThomas Hardy was one of the excellent novelists of the Victorian age. He delineated a lot of characters of tragedies, showing various persons’ enchantment. Besides providing the dignity of life tragedy to the readers, the novels contains the profound rationalism of the writer and Thomas Hardy’s Tess of the D’urbervilles reflected his real society. Hardy succe eded in portraying the image of heroine Tess and revealing the hypocritical ethics and morals of bourgeois society. This paper will discuss the causes of Clare’s tragedy from the hero –Angel Clare’s social background and psychology.Key words: Thomas Hardy, tragedy, Angel ClareChapter1 IntroductionLiterature is not only an art but also a mirror of real life. When studying a literary work, scholars actually study history. Nowadays an increasing number of scholars have begun to study the history of a count ry’s economic, political and cultural forms from the perspective of literature because through different kinds of literary works, we can see all sorts of feelings such as joy, anger, sorrow and various truths. The manifestation of literature is manifold, one of which is tragedy. The writers often want to show the piteous, sad, distressing and sentimental plots by describing some tortuous or complicated events. In the tragedy, it is inevitable that the heroes or heroines should suffer a setback or disadvantage, cover themselves in dishonor, experience tribulation or even fail or die though they have reasonable motivation, wishes, ideal, or passion which may indicate a victory or success. But finally they will either die or get mad. With a bad ending, tragedy often contains a certain philosophy of life . There are lots of tragedies in western literature such asOedipus, Prometheus Bound, Romeo and Juliet, Macbeth, Hamlet, Faust, etc. And the famous tragedians are also legion like Aeschylus, Sophocles, Shakespeare, etc –Thomas Hardy for one. He was a prolific and excellent writer, publishing fourteen novels and four volumes of short stories. His works were noted for the intense tragic spirit and sense of fortune, from which we can feel the atmosphere of tragedy brought by fortune deeply.“Tess of the D’urbervilles” is one of the Hardy’s tragedies, a masterpiece which brought him into a number of literary critics notice. It reflected the writer’s real society and its social system and morals; therefore studying this novel can help us to know about the history of his age. But many papers showed that most of critics used to research the writing background from the tragedy of Tess. Many scholars have always put emphasis on the tragedy of Tess for a long time. Only a few scholars made researches for the tragedy of its hero Angel Clare. He was a contradictory unity –he was bold in struggling with the traditional view but in the meantime he could not break the shackles of feudal ideas. This paper will see the society from this perspective –Angel Clare, the hero’s tragedy and discuss the causes of Clare’s tragedy from his social background and psychology.Chapter2 A brief account of Tess of The D’urbervillesIt seems that the fictional works do not concern with the real world. But we know that before the writers begin to create their works, it can be said that their social experience may be their primary material for creation. Some writers created the roles and environments in order to revolt against the worldly prejudice of their ages. These kinds of words are expected to tell people the truth of a society. In many cases, the social background of thenovel is the writer’s background. Before analyzing the roots of Clare’s tragedy, this paper will discuss two aspects of this no vel, namely “the writing background” and “the writer and his works” from which we can see the background of this novel.2.1 The writing backgroundThomas Hardy was the last important novelist of the Victoria ages. The Victorian age was an age of realism rather than of romanticism –a realism which strives to tell the whole truth showing moral and physical diseases as they are. Victorian literature, in general, truthfully represented the reality and spirit of this age which was the great age of the English novel—realistic, thickly plotted, crowded with characters, and long. Hardy, who also shown the truth of this age had a high place in Western literature which came from the agitation of life and fatalism of human being. His tragedies in the history of Western literature were no an accident for the tragedy consciousness. Hardy’s tragic novels has sprung from and developed this tragic idea in form and connotation. The tragedy consciousness in Hardy’s novels originated from Western traditional tragic spirit which was full of rationalism and profound reflection on the contradictions of human society. And it also revealed an ineluctable and inevitable conditionality of fate. That is to say, the heroes or heroines would slip into the tragic path of life in the end in Western literature no matter whether they liked or not, or where they hided. Tragedy was their final arrangement.Thomas Hardy studied Greek tragedies and Shakespearean tragedies all his life. And he was deeply influenced by Schopenhauer’s tragedy cons ciousness. Schopenhauer was a famous philosopher who believed that life was a tragedy –life wasfilled with desire. If a person had a desire but could not gain his desires, he would feel painful; however, when he could gain his desires, he would become insipid. This was another torment. Schopenhauer grouped tragedy into three types: the tragedy caused by those who committed heinous crimes, the tragedy led by the irony of fate and the tragedy caused by misunderstanding and distrust between persons in everyday life. In his opinion, the last tragedy was the most terrible one which we can see in Hardy’s works. Hardy began to creating the novels in the early 1870s. In the late 1890s, he turned to write poetry. The Britain in this period was undergoing a transition period from laisser-faire capitalism to imperialism. The capitalism thought that the social system of this periodcould not be changed. But Hardy’s works exactly clashed with it, which reflected the tremendous changes of society due to the invasion of industrial capital to the village. With one remark he had ripped away the mask of British society.2.2 The writer Thomas Hardy and his workLiterature is reflection of life. Almost all writers created their novels according to his social background. We can see many literary works written on the basis of their ages. They wanted to bring out the social facts by their works. It should be such a free way that they could rebuke the dark society. People can feel the society of the writers from their works and then identified with the writers. The writers hoped that they could let the people know the dark aspects of the government and then fine an echo from them by their works. To some extent, a novel should be a history. From the introduction of Thomas Hardy and the main content of Tess of The D’urbervilles must be helpful to show us the background of Clare’s tragedy.2.1.1 About the writer –Thomas HardyThomas Hardy (1840～1928), born in 1840 near Dorchester, was a famous British poet and novelist. He carried forward and developed the literary traditions of the Victorian age. He vividly and truthfully described the tragic plots in his works. The critics of literature called him “Shakespeare of British novels”. Hardy was born into an architect’s family and was expected to become an architect. He trained as an architect and worked in London and Dorset for ten years. Hardy began his writing career as a novelist, publishing Desperate Remedies in 1871, and was soon successful enough to leave the field of architecture for writing.Hardy was pessimistic in his view of life. The dominant theme of his novels is the futility of man’s effort to struggle against cruel and unintelligible fate, chance, and circumstances, which are all predestined by the Immanent Will. He bravely challenged many of the sexual and religious conventions of the Victorian age. And he exposed the hypocritical morals, laws and religions of capital. Hardy’s works reflected the tremendous changes and people’s miserable lives especially the women’s lives in soc ial economic, politics, morals, custom, etc after the invasion of industrial capital to the British villages. Moreover, where we see Hardy's real mastery is the difference in the language of people from the social classes (e.g. the Clare’s in contrast with the farm workers’). He was good at viewing life with a tragic light. “Tess of The D’urbervilles” was his masterpiece which was noted by lots of critics of different periods.2.1.2 The main content of Tess of The D’urbervillesTess of The D’urbervilles cam e into conflict with Victorian morality. In this novel, Hardy reaches the height of his achievement as a novelist. Like most other Hardy novels, rural lifeis a prominent issue in the story. And the issue of fate versus freedom of action is another important aspect of this novel. It tells of that a village girl called Tess who was a beautiful, pure, plain, honest, assiduous and clever went through a miserable life. She was born in a poor family and lived in a peculiar society. The son of the D’urbervilles A lec raped her and she was pregnant. She fell in love with Angel Clare before long. Clare loved her very much and longed to marry her but she delayed to answer this offer of marriage just because she did not know how to tell the truth of being raped. Despite this, at last this kindhearted and sincere girl decided to tell him this bad thing. However, when Tess told him the truth that she was raped by a knave Alec, he could not forgive her for having another man’s child even tho ugh she forgave him everything. Angel Clare became very angry and abandons Tess. One day she found Alec became a minister. After her father’s death unexpectedly, Tess had the burden of the family welfare on her shoulders, and they were shortly thereafter evicted from their cottage. She believes deep down that Angel had abandoned her, and Alec said it as well, and Tess knew her family would do well by Alec’s wealth and property. But to her surprised, Angel returns from Brazil, repenting his harshness, but found her living with Alec. Tess kills Alec in desperation, she was arrested and hanged. She makes him promise to marry her sister, Liza Lu, after her death, which he agrees to do.In Tess of the d'Urbervilles, Thomas Hardy has directly satirized nature. This novel revealed the tragedy of common people’s destiny and flayed hypocritical gentlemen and morals. In this novel, Hardy demonstrated his deep sense of moral sympathy for England's lower classes, particularly for women. Hesucceeded in portraying an artistic image –a village girl with kindness, tenderness and amorousness. The novel, which indicated the tendency of anti-religious sentiments, against feudal morality and the laws of capitalists, was warmly received by the reading public though British upper class was bitter against it.Ch apter3 The origins of Angel Clare’s tragedyTragedy can also be a vision of life, which is shared by most Western cultures and having its roots. The essence of tragedy is almost the same thought different writers create the stories from different points of view and with different techniques. A number of critics had many kinds of interpretations for Angel Clare’s tragedy in Tess of The D’urbervilles. They analyzed his complicated character from different perspectives. This paper will explain his tragedy as the following aspects:3.1 Social rootsHere social roots refer mainly to the social conventions and moral standards which led to Clare’s tragedy. Clare lived in such conditions which the masculine authority played an important role in traditional society. Angel Clare was one of the victims of this society. At that age, women were regarded as being subordinate in the household. The chastity for them is the most important thing. The traditional view on chastity considered a woman’s chastity as the prerogative of her husband. If the women lost her virtue, she must be immoral. On the one hand the male made the moral standards for the female, demanding of the female to be pure and virginal; on the other hand, the male indulged himself in sexual matters. They demanded that the most magnanimous act the female had should be chastity; nevertheless, those who broke the women’s chastity were themales themselves. That is to say, only the males in that society were right. The female could say nothing for his wrong. So Tess asking Clare “Forgive me as you are forgiven! I forgive you. Angel” (Hardy, 1993) would become the impossibility.Under such circumstances, after Tess lost her virginity, she should be Alec’s concubine or make their relationship legalized according to the social bad habits of the time. But T ess, who pursued her innocent love, had rather be “a lady of easy virtue”. In the literature, there was a set form for the images of women, namely, women should be beautiful and virtuous, gentle and biddable, and should cleave to his husband and families. All these sets are related to the real society. Traditionally, a woman must obey her husband like his wretched slave. The description about this age given by Hardy was just the society whose “social morals” had manifested mainly in “chastity” that centered on men. Even if a man of that age was bold in challenging the old system, it was impossible for him to abandon the social morals. In addition, a large part of people around him were still controlled by feudal ideas, so the social roots should be the direct cause of Clare’s tragedy.3.2 Psychological rootsA person’s way of seeing things plays an important role all his life. Hardy naming his hero “Angel” might have his own intent. We know that Angel should be pure; however, from the development of the plot, we can not see “pure” from Angel Clare. Angel Clare was born in a rich pastoral family, but he was unwilling to obey his father and brothers. He did not abide by the old custom and etiquette, and gave a damn for the superior of material things such as wealth and position. He was born andbred the religion. But he thought that he could not honestly be ordained a minister as his brothers were. He took up a disdainful position on the social customs and found the value of working people. He abandoned the chance of studying in university and went to the countryside and to study the agricultural skills. This is sufficient to show that he was bold in struggling with the traditional view and tried to show off the shackles of the class. At the newly-married night, Tess decided to tell him her “guilt” in detail. Angel fell out with Tess and then went to Brazil alone though he had lived a loose life with a woman who was not acquainted with him. He could not forgive Tess her “guilt”. The so-called “pure” in his mind was so ingrained that he could not accept Tess’s past. He considers her as a "fallen women".Clare was also such a man with a ridiculous point that a man could have affair with many girls but a girl must keep to be a virgin before she become a bride. It showed his cowardice in his character. Tess trusted him and made a decision to confide her secret to him. But on the night of their wedding, when Clare learned that Tess was not a virgin and had had a bastard, the original perfect image was suddenly broken by the sad facts. Apparently he said he was deeply attached to Tess, but actually he could not face the truth with courage. He just loved Tess’s pleasing appearance rather than any other things of her. Angel Clare was more or less an open-minded bourgeois intellectual. In love, although he was not as despicable as Alec, he was devoid of selfless and sincere feeling as Tess did. Clare loved Tess just because of her beauty. And she could become his right hand in the futur e.He told Tess: “I repeat, the woman I have been loving is not you. Another woman in your shape.”(Hardy, 1993) Hecould not believe this bad truthe and said “Tess! Say it is not true! No, it is not true!” It is clear that he took a deadly knock psychologi cally. Clare’s character determined his tragedy –he could not accept her past.It is clear that the seeds of tragedy are sown when all the rigid rule of his forebear and the unfair social systems firmly laid hold of Angel Clare, who had preached the liberation of mankind no longer exists. When Clare finally realized the immensity of Tess’s love and the piteous plight it had brought upon her, everything was too late. He could not completely get rid of social conventions and moral standards. Tess would go away forever. It was Clare’s tragedy –the social system and morality and his character decided that it could be inevitable.Chapter4 ConclusionLiterature has come very close to daily life, reflecting its practical problems and interests and is used as a powerful instrument of human progress. Literature originates from life and then reforms life. They can make you subconsciously and deeply believe that all the things they described really happened. After you finish reading, the characters that it depicted will appear vividly in front of you. They are true to life—— you can see their faces and feel their sound, pace and thoughts. With the excellent literary works, we can feel the history vividly. As an important part of literature, tragedy has showed its artistic attraction. The reason why a great number of readers tend to be affected by the plots of tragedies is that some of them had the same or similar experience with the characters in the novels.The western tragedies put emphasis on the soul-stirring spirit from the fear. The strong tragedies can touch the heart ofthe readers. The modern western tragedies represented the life style of modern westerners. They have some characteristics of modern lives and consciousness. Studying on the masterpieces of an age can help a lot for studying its history. Thomas Hardy was born in Victorian age. The novel in this age became the most widely read, the most vital and challenging expression of progressive thought. Although writing from different points of view and with different techniques, the writers of this age shared one thing in common, that is, they were all concerned about the fate of the common people. In Hardy’s works, man is also shown inevitably bound by his own inherent nature and hereditary characteristics which prompt him to go and search for some specific happiness or success and set him in conflict with the environment. He vividly portrayed different characters of tragedy. Tess of the D’urbervilles was one of his masterpieces. The conflicts between the traditional and the modern, between the old rural value of respectability and honesty can be clearly seen in this novel and it is not difficult to see the roots of this tragedy either from Tess or C lare. This paper analyzed Clare’s tragedy and described the roots of tragedy in this process. A wonderful description is just a part of a novel, but only those things which can strike deep into the minds of the people will be remembered by them. From the tragedy of Angel Clare, we can see the dark of a society again.Bibliography:[1] Abcarian, Richard. Marvin Klotz: Literature—The Human Experience[M]. New York: St. Martin’s Press, 2000[2] Force, Lorrain.M. Cliffs Notes on Hardy's Tess of the D'Urbervilles[M]. Washington University, 1996.[3] Hardy, Thomas. Tess of the D'Urbervilles[M]. ForeignLanguage Press ,1993.[4] Robert Ackerman. Thomas Hardy’s Tess of the D'Urbervilles[M]. Beijing: Simon&Schuster Press and Beijing Foreign Language Teaching and Research Press, 1996[5] 马新国主编，2002，西方文论史[M]，北京：高等教育出版社[6] 颜学军，论哈代悲剧小说的现代主题[J]，四川外语学院学报，2001(3)[7] 张谷若译本，1990，德伯家的苔丝[M]，北京：人民文学出版社[8] 朱立元，1997，当代西方文艺理论[M]，上海：华东师大出版社apa格式英文论文范文篇二On Thomas Hardy’s Religious Sense in His Works小议托马斯•哈代作品中体现的宗教观念Abstract: Religion has a profound influence on the works of European and American writers. .From a series works of Thomas Hardy, clearly we can see the influence of The Bible on him .Nevertheless, though Hardy failed to eliminate the limitation of Tragic predestination and religious tradition , By the case study analyzing on the works of Thomas Hardy ,this paper makes an research on the distinguished religious sense of Thomas Hardy as well as its cause of formation.内容摘要：宗教对欧美作家的文学作品有着深远的影响。

An interview: how is you lifestyleXxxAbstract: By interviewing the lifestyles of different classmates, contacting the impact of different lifestyles on them and collecting statistics, and according to relevant literature research, we understand the relationship between lifestyle and health.Keywords: lifestyle; healthChapter One Introduction1.1.Research BackgroundIn today's era of advanced technology and convenient life, everyone's lifestyle has changed greatly compared with before. At the same time, people's inertia is getting worse, and people don't like to move. Of course, there are still people who like sports. Does this have to do with everyone's lifestyle? Next we will have some interviews and discussions.1.2.Motivations and ObjectivesIn this short essay, I will have some purposeful interviews about the lifestyles of the students. At the same time, I will also refer to some related literature and conduct research on whether the lifestyles of the students are related to health.Chapter Two Research2.1.InterviewIn the interviews I completed, I interviewed 7 people in total. The content of the interview included clothing, food, housing, transportation, and the use of leisure time (involving labor life, consumer life, and spiritual life). In particular, a detailed study of the students’ eating habits, travel styles, entertainment styles, and sleeping habits was carried out. The content and results of my research are shown in the following table:2.2.Literature Review and AnalysisBased on the results of the interview, and then through the study of the literature, I got some conclusions from the analysis:1.Eating behavior is a kind of continuous behavior which is indispensable in daily life and related to eating. It is the internal, explicit, conscious activity associated with eating. Due to the busy life of modern people, coupled with artificial delicacy, high oil, high sugar and high calorie eating behavior is quite common, these become the main cause of chronic diseases such as diabetes, hypertension and hyperlipidemia3.2.OLS models show that sports activity significantly decreases overweight, sleeping problems, headaches, back problems, and perceived health impediments in everyday activities and significantly increases health satisfaction.13.This consideration could be particularly important because sleep quality and related issues, such as insomnia, may be a lifelong pattern. If sleep quality is consistently related to daily health and well-being across different age groups, sleep quality could prove to be an early indicator of poten- tial concerns with health and well-being2.4.Long-term lack of sleep can make people more and more dull, dull, memory decline, poor judgment, indifferent to interacting with people, and curiosity and motivation for things are greatly reduced. In recent years, it has been discovered that there is a high correlation between chronic sleep deprivation and chronic diseases such as obesity, diabetes, hypertension, and cardiovascular disease. As long as you lose one hour of sleep a day, the long-term accumulation is enough to cause physical disease.In summary, whether it is myopia, obesity, mental illness or other diseases, it is closely related to lifestyle.2.3.Suggestions1.Regular meals, moderate intake of fat and sugar, adequate intake of fruits and vegetables, attention to nutrition labels and calories, attention to health and safety, nutrition and health principles of food choices, are regarded as conducive to healthy eating behavior.2.In view of the fact that the eating behavior of the general public is mostly affected by the fast, convenient and other eating habits, it is suggested that the Public health Department should increase the multi-media channels of health education information dissemination, actively organize dynamic activities of healthy eating demonstration in combination with the community, etc., in order to help the public to improve their eating behavior, more active and effective actions can be taken.3.If strength training makes bones stronger, muscles fuller, and the whole person looks thinner in clothes, and fleshy when undressed, then aerobic exercise is to exercise cardiopulmonary function and strengthen internal strength. Only by practicing both internally and externally can the body be better and healthier. So aerobic exercise + strength exercise exercise mode is more helpful for people to gain health.4.To have a healthy sleep, first ensure that you need 7 to 9 hours of sleep and take a nap; the appropriate sleeping environment temperature is 18 to 23 degrees, the humidity is 40% to 60%, the light is dark to avoid noise; the bed is comfortable, It should not be too soft or too hard; the right sleeping position is better.ReferenceJune J. Pilcher, PhD, and Elizabeth S. Ott, BS. (2013). The Relationships Between Sleep and Measures of Health and Weil-Being in College Students: A Repeated Measures Approach.Behavioral Medicine Volume 23, 1998 -Issue 4.Marc Brechot, Stephan Nüesch & Egon Franck. (2017). Does sports activity improve health? Representative evidence using local density of sports facilities as an instrument.Applied Economics V olume 49, 2017 -Issue 48.王颖.(2020).健康意识、生活形态和饮食行为的认知与影响因素. 食品工业.。